Ashfield Park Primary School Nursery Review

Early number learning and a school-wide system of support give Ashfield Park’s nursery its context. This is Ashfield Park Primary School’s own nursery on Redhill Road in Ross-on-Wye. For families, the distinction matters: nursery provision belongs to the school, while admission to Reception remains a separate decision.

Number sense has a named approach across the school’s early years foundation stage (EYFS): NCETM Mastering number. Children work on understanding quantities, comparing numbers and recognising numerical relationships. The emphasis is on understanding what numbers mean, giving later mathematics something concrete to build on.

For children who need learning adapted, the school’s support arrangements include visual timetables, extra time to process information and vocabulary introduced ahead of teaching. These are school-wide arrangements rather than a fixed nursery timetable. They provide ways to adjust how a child accesses learning, according to their needs.

Parents have a defined role in planning additional support. When a possible special educational need is identified, teachers discuss the child’s strengths, difficulties and the family’s concerns with parents. The school records those conversations and shares the notes with them. That gives families a record of the next steps.

Support follows an assess, plan, do, review cycle. Teachers and the special educational needs and disabilities coordinator (SENDCo) agree adjustments and a review date with parents; support can then change in response to the child’s progress. Teaching assistants can work individually with children, with small groups or alongside the class teacher. These are school-wide support structures, with provision matched to individual needs.

Emotional support also has a practical route. Staff have training in attachment difficulties and emotion coaching. The Early Help team can discuss concerns privately, including bereavement, behaviour or medical worries, and connect families with other services. More formal Early Help involvement is discussed with parents and requires their consent. This gives families a route for raising difficulties beyond classroom learning.

Nursery attendance does not guarantee a Reception place. Parents must make a separate application. For September 2027 entry, the route is through Herefordshire Council, with a closing date of 15 January.

Nursery attendance gives no priority in that admissions cycle. If applications exceed the available places, the criteria concern care status, catchment, siblings, exceptional circumstances and distance. Families should therefore treat their nursery choice and Reception application as separate steps.

Transition support has a different purpose. Children preparing to join the school are offered a summer-term Taster Day, with an opportunity for parents to meet staff. For children with SEND, information sharing is agreed with families, and a transition meeting can be arranged where possible. Familiarisation and planning support the move; they do not alter admission priority.

Nursery enquiries can go to the school office on 01989 562738 or admin@ashfieldpark.hereford.sch.uk. Prospective families can arrange a school visit by telephone, giving them a direct way to meet the school before making their choice.

Across the school, MCAS is the primary communication and booking system. For parents, engagement with the app is part of keeping in touch with school arrangements.